LS2 - Matter cycles and energy flows through and ecosystems.
LS2 (9-11) -3 Students demonstrate an understanding of equilibrium in an ecosystem by …
3a defining and giving an example of equilibrium in an ecosystem.
3b describing ways in which humans can modify ecosystems and describe and predict the potential impact (e.g. human population growth; technology; destruction of habitats; agriculture; pollution; and atmospheric changes).
Example Extension(s) LS2 (Ext) - 3 Students demonstrate an understanding of equilibrium in an ecosystem by …
3bb researching and citing evidence of global warming to describe the potential impact on both the living and physical systems on Earth.
Context of Lesson:
This is lesson three in a series of lessons that focus on the Human Impact on the Earth. This lesson specifically focuses on the Human Impact on Air Resources. Here, students are introduced to global warming, smog, acid precipitation, and air pollution. To open the lesson, I have students answer questions about three global warming cartoons. Students then identify major concepts and vocabulary in this section by completing a worksheet. After, students use real data provided from the Environmental Protection Agency, depicting various pollutants in the air. Students complete an inquiry based lab activity with the given data, by creating a line graph, then interpreting and analyzing the graphs while answering questions. Students must apply the data and their graph trends to support their answers. To close the lesson, students are asked to answer the same questions I asked during the opening of my lesson, "What is global warming? Does it affect you and I?" Students for homework are asked to find additional research on this topic, by finding a current event article.
Webbs Level 2 - Identify and summarize the major event/concepts.
Webbs Level 3 - Support ideas with details and examples.
Webbs Level 3 - Determine the author's purpose.
Prerequisite Knowledge
Students need to have some understanding of natural resources, and the different types (renewable and nonrenewable). These topics will have already been covered in the previous chapters.
Students will need to know how to create a line graph using information given to them in a data table. They have previously been taught this at the beginning of the first quarter.
Plans for Differentiating Instruction
I will be walking around monitoring group work. Throughout this, I will be available to help answer student's questions and guide students to come to the correct conclusion.
Discussion and guiding questions will be adjusted accordingly and as needed for individuals struggling.
Students will be able to quietly work in pairs if they are struggling answering the questions.
Enrichment: I will encourage students that want to be challenged, to look up more research on the Global Warming "Debate". Although our text book tells us global warming is real, there are some people who believe it is a hoax. Students can research this ongoing debate more, and present their findings to the class, or to the teacher in a simple, 1-2 paragraph paper.
Accommodations and modifications
I will be available to work with students in groups or one on one, to help guide the student to understand the topic.
Students who are having trouble seeing the overhead/smart board, will be able to move their seats closer to see better.
Students with poor hearing and/or vision will be given preferential seating, near the front of the classroom.
Students with behavioral management problems will be seated away from students that distract him/her, and placed near the front of the classroom.
If for some reason, a student needs more time to complete an assessment, a test for example, the student can come after school.
If a student has an IEP, the modifications and accommodations will be followed as explained on the student's IEP.
Environmental factors
The classroom is organized into three rows of four tables, with 2 students at every table.
When students needs to work with a partner, the will work with the person next to them.
When students need to work in a group, they will work with the table in back of them, to form groups of four.
The Smart Board is located in the center of the front of the room. Every student can see the Smart Board where they sit in the classroom.
Materials
Global Warming Cartoons (Links can be found below)
Graph paper
Rulers
Copies of Human Impact on Air Resources Worksheet (Found in Worksheets provided with Textbook) You do realize that students generally consider worksheets from the textbook companies to be.... busy work. (Has that changed? If so, you may disregard this criticism) I am surprised that you would not create your own for most of your activities.
Textbook p. 746 "Data Analysis Lab"
Objectives:
Students will organize and identify important textbook information into the Worksheet provided to them.
Students will graph data given to them, into a line graph which represents pollutants in the air over time.
Students will analyze and interpret the graph they created and answer questions based on it.
Student will use a graph to predict the amount of pollutants in the air, in the future years. Good.
Students will individually look at these three cartoons which will be projected onto the Smart Board before they come into class. The prompt will be written on the white board and will direct students to, "In your own words, tell me what these three cartoons mean. What is the author trying to tell the reader? Write a couple sentences about each cartoon and be prepared to share with the class." I will give students 3-5 minutes to answer the prompt quietly, while I take attendance and check the previous night's homework assignment.
Sharing:
I will give the students a chance to share their reactions to the global warming cartoons. I will be listening carefully to their answers, as this will give me an idea of how much prior knowledge the students have about this topic. I will also mention to the students that some of these cartoons are political cartoons, and ask them the question, "What does politics have to with global warming?" What prior knowledge, misconceptions will you be listening for?
Segue to Engagement:
After sharing their thoughts about the cartoons, I will ask students the big questions of the day, "What is global warming? Does global warming affect you and I? Why should I care?" I will write these questions on the board and tell students by the end of class today we will be able to better answer these questions. Hopefully these questions will get them to realize that global warming directly affects their generation, and is important to learn about because it affects their own lives.
I will write on the board, "Today we will: 1) Be introduced to global warming. 2) Complete a Data Analysis Inquiry Lab p. 746 in your textbook. 3) Use your line graph you created to answer questions on air pollution."
Engagement:
Activity 1 - Use Textbook to complete Worksheet
The worksheet they are given outlines the section's (26.3) major vocabulary terms and organizes the major concepts into an study guide for the test. The worksheet was provided with the teacher's textbook supports. It should take students about 20 minutes, to complete this worksheet. After completing this, students will have been introduced to the major concepts like global warming, the ozone layer, the greenhouse effect, acid precipitation, and air pollution. The following class period is where we will really explore and learn more about global warming. After students complete the worksheet, we will quickly go over the answers as a class by calling on students. Here is where I will ask students if they have any questions about the material, or if there is something they do not understand. This is another informal assessment, so I can see how much the students have learned about the Human Impact on Air Resources. Students will keep this worksheet in their binders as a study guide for the test.
I will have students open to p. 746 in their textbooks. I will explain to the students that, here they are given real data from the Environmental Protection Agency, organized into a table. I will stress to the students that this is real data, and that this is what they are really breathing in everyday. The data table shows the amounts of five different pollutants, measured in millions of tons, found in the air (sulfur dioxide, nitrogen oxides, volatile organic compounds, carbon monoxide, and lead). The data table shows the amounts of each pollutant in 1970, 1980, 1990, 2000, and 2004. Students must follow the graphing instructions in their book (which tells them what to put on the x and y axis, etc.) and create a line graph using the data table. After I have explained these instructions to them, I will pass out graphing paper, rulers, and colored pencils (for each pollutant on the line graph) to the students. I will tell students that I expect neat, organized line graphs, and to recall how they made line graphs at the beginning of the year in their "Whorly Bird Lab." I will encourage students to take this out of their binders and refer to it if they are having trouble. Students will each be responsible to create their own line graph, but can work quietly with their partner next to them for help if needed. Throughout the lab I will be walking around the classroom, monitoring student work and assisting students.
Are these greenhouse gases? If not, you may want to make that clear to your students.
Do the instructions provided in the textbook for graphing the data match what they will be expected to do on the NECAPs. What about how you learned to graph data in college?
Are the trends linear? How should students connect data points on graphs? Why?
Activity 3 - Analyze and Interpret Graph by Answering Questions
Students will have to answer the various questions in their book, which make students refer to their graph and interpret the data. Questions include:
Are you breathing cleaner air than in previous years? Use your data to support your answer.
Infer why emissions of lead have declined so drastically since 1970.
Evaluate: Could you estimate/predict the amount of each pollutant for 2005 by looking at your graph? Explain why or why not.
What were some of the Clean Air Act of 1972's controls/restrictions that reduced air pollutants?
Students will answer these questions, in full sentences, on a separate sheet of white lined paper. I will ask students to staple this answer sheet to their graph, and I will collect both at the end of class, to be graded as a lab grade. Once again students will have to hand in their own answers, but will be allowed to quietly work with the person next to them if they need assistance. Throughout the lab I will be walking around the classroom, monitoring student work, and providing assistance to students.
How about having students write a scientific explanation (Claim, evidence, reasoning) to answer the question: Can humans effect air quality's influence on the earth's carrying capacity?
Closure:
To close this lesson, I want to first go over what we did today, by asking the students "What did we do today? Did we complete the goals written on the board?"
I will ask students to revisit the same question I wrote on the board and asked at the beginning of class, "What is global warming? Does global warming affect you and I? Why should I care?" From thinking about the global warming cartoons, reading their textbook and completing the worksheet, students should have a general idea of what global warming is and how it affects them. I do not expect them to be experts on global warming, as their book only writes four short paragraphs about it. Here is where I segue into assigning their homework assignment...
Will you also ask about air pollution?
I will say, "I think that maybe we need to do some additional research on global warming and how it affects us. Therefore, for homework, I want you to find a current event article on the topic of global warming and/or climate change. The article can be either from the newspaper or online source, as long as it has been written within the last 2 years. Your article can focus on how this issue affects humans or other animal species. I want you to read this article, and be prepared to share it with the class." I will assign the homework verbally, and write the homework on the "Homework Board." Nice idea.
Assessment:
For this lesson, the assessment will be the Data Analysis Inquiry Lab. I will collect this at the end of class and count it as a lab grade. Students are expected to create a neat, organized, and appropriate line graph that correctly represents the data they were given. Students are expected to answer the questions in complete sentences and use their line graph and data to support their answers.
State Standards (GSE's):
Life Science GSEs:LS2 - Matter cycles and energy flows through and ecosystems.
LS2 (9-11) -3
Students demonstrate an understanding of equilibrium in an ecosystem by …
3a defining and giving an example of equilibrium in an ecosystem.
3b describing ways in which humans can modify ecosystems and describe and predict the potential impact (e.g. human population growth; technology; destruction of habitats; agriculture; pollution; and atmospheric changes).
Example Extension(s)
LS2 (Ext) - 3
Students demonstrate an understanding of equilibrium in an ecosystem by …
3bb researching and citing evidence of global warming to describe the potential impact on both the living and physical systems on Earth.
Context of Lesson:
This is lesson three in a series of lessons that focus on the Human Impact on the Earth. This lesson specifically focuses on the Human Impact on Air Resources. Here, students are introduced to global warming, smog, acid precipitation, and air pollution. To open the lesson, I have students answer questions about three global warming cartoons. Students then identify major concepts and vocabulary in this section by completing a worksheet. After, students use real data provided from the Environmental Protection Agency, depicting various pollutants in the air. Students complete an inquiry based lab activity with the given data, by creating a line graph, then interpreting and analyzing the graphs while answering questions. Students must apply the data and their graph trends to support their answers. To close the lesson, students are asked to answer the same questions I asked during the opening of my lesson, "What is global warming? Does it affect you and I?" Students for homework are asked to find additional research on this topic, by finding a current event article.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
For this lesson, the assessment will be the Data Analysis Inquiry Lab. I will collect this at the end of class and count it as a lab grade. Students are expected to create a neat, organized, and appropriate line graph that correctly represents the data they were given. Students are expected to answer the questions in complete sentences and use their line graph and data to support their answers.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: